[An analysis of English Teachers' Perceptions and Actual use of the Cognitive Levels of Questions in the UAE Schools]
by
ACKNOWLEDGEMENT
I would like to take this chance for thanking my research facilitator, friends & family for support they provided & their belief in me as well as guidance they provided without which I would have never been able to do this research.
DECLARATION
I, (Your name), would like to declare that all contents included in this thesis/dissertation stand for my individual work without any aid, & this thesis/dissertation has not been submitted for any examination at academic as well as professional level previously. It is also representing my very own views & not essentially which are associated with university.
Signed __________________ Date _________________
ABSTRACT
The student response rate, number of words spoken and student responses given, and the teacher asked such questions were measured in the classrooms of teachers who did and did not receive professional training in interrogation techniques. Encourage students to participate more actively in their learning can promote a sense of belonging in the education and understanding of the value of making their voices heard in a democratic society. The changing patterns of classroom discourse will help to promote better decision making and prepare students for leadership in the future. The purpose of this study is to investigate the perceived importance and actual use of the cognitive levels of questions by teachers in English classrooms in UAE secondary schools. The assumption is that teachers place great importance on questioning techniques to promote students' thinking, develop their critical thinking skills and promote their learning outcomes. This assumption needs investigation to check whether teachers' practices in the classrooms help accomplish such goals. In other woods, do teachers really follow the appropriate questioning techniques that foster students' higher cognitive skills? To verify these assumptions, the researcher designed a survey that underpinned the different questioning techniques that address different cognitive domains. These domains are low and high cognitive domains. The researcher surveyed a population of eighty teachers to explore their perceptions of the cognitive levels of questions questioning techniques. Then the researcher, with the help of other educationalists who are eligible to attend classes, attended twenty classes to observe teachers in actual implementation of the cognitive levels of questions. The observed teachers were selected from those who were previously surveyed to draw comparison between their perceptions and actual usage of the cognitive levels of questions.
Table of Contents
ABSTRACT4
CHAPTER ONE: INTRODUCTION7
Purpose of Research7
Problem Statement7
Research Questions8
Significance of the Study8
Limitations of the Study9
Defining the terms9
CHAPTER TWO: LITERATURE REVIEW12
Introduction12
Cognitive level of Questioning13
Theoretical Background18
Constructivism20
Modern-Day Constructivists22
Constructivism Related to Questioning and Conversation23
Historical Perspective25
Teacher Questions29
Student Questions30
Coding Teacher Questions31
Need for Professional Development31
Learner Responses32
Listening to students32
Coding learner responses33
Critical Thinking34
Related Studies35
Summary39
CHAPTER 3: RESEARCH METHODOLOGY42
Introduction42
Research Design42
Procedures43
Population & Participants43
Research Instruments44
Surveys45
1st Survey45
2nd Survey45
Summary46
Validity and reliability47
Summary51
CHAPTER 4: DATA ANALYSIS AND FINDINGS56
Introduction56
Data Results (Survey 1)56
Chart156
Chart257
Descriptive statistics (Survey 1)57
Table a58
Table b59
Table c60
Data results (Survey 2)61
Chart 161
Chart 261
Descriptive statistics (Survey 2)62
Table (d)62
Table (e)63
Table (f)64
Research Questions64
Data Summary65
Comparative Data Findings with Related Studies65
The results of studies65
Conversation classroom67
Dialogue67
Compare and contrast the dialogue and conversation68